Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target
Principal Investigator(s): View help for Principal Investigator(s) Douglas H. Clements, University of Denver
Version: View help for Version V2
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Project Citation:
Clements, Douglas H. Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-04-21. https://doi.org/10.3886/E168361V2
Project Description
Summary:
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Although basing instruction on a learning trajectory (LT) is often recommended, there is little evidence regarding a premise of a LT approach—that to be maximally meaningful, engaging, and effective, instruction is best presented 1 LT level beyond a child’s present level of thinking. We evaluated this hypothesis using an empirically validated LT for early arithmetic with 291 kindergartners from four schools in a Mountain West state. Students randomly assigned to the LT condition received one-on-one instruction 1 level above their present level of thinking. Students in the counterfactual condition received 1-on-1 target-level instruction that involved solving story problems three levels above their initial level of thinking (a skip or teach-to-target approach). At posttest, children in the LT condition exhibited significantly greater learning, including target knowledge, than children in the teach-to-target condition, particularly those with low entry knowledge of arithmetic. Child gender and dosage were not significant moderators of the effects. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Scope of Project
Subject Terms:
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Arithmetic;
Learning Trajectories;
Mathematics Education
Geographic Coverage:
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International
Time Period(s):
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1/1/2019 – 1/29/2022
Universe:
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Early Childhood Education
Data Type(s):
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experimental data
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